專業華語文國別化旅遊教材設計研究 —以越南觀光導遊為例

A Study on the Design of Chinese Country-Specific Tourism Material : The Case of Vietnamese Tour Guide

段范芳安(Pham-Phuong-An Doan)

指導教授 ： 彭妮絲

中原大學/人文與教育學院/應用華語文研究所/碩士(2014年)

https://doi.org/10.6840/cycu201400798

摘要

隨著越南旅遊業之發展及快速崛起，有愈來愈多的國際觀光客來到越南旅遊如，法國、泰國、馬來西亞、柬埔寨、澳大利亞、台灣、美國、日本、韓國、中國大陸等國家，其中越南最大的旅遊客來源是中國大陸及台灣。

旅遊業快速發展導致旅遊系已成為現今熱門科系，旅遊學習風潮亦日益興盛。雖然以華語為母語的中國大陸及台灣的國際游客去越南觀光愈來愈多，然而針對相關旅遊業之華語教材很罕見，幾乎都是以華語技能的教材為主，缺乏相關旅遊業之外語知識，學生所學到的外語知識跟實際工作的需求有較大的距離。從此，啓發研究者的研究動機，欲設計出一本針對旅遊系所未來從事當導遊的越南大學生的華語教材。

本研究是以專業華語文國別化旅遊教材設計為焦點，從探討各位專家學者提出關於一般教材編寫原則，對外華語教材編寫原則，國別化華語教材編寫原則，旅遊國別化教材編寫原則，與專業華語教材編寫原則歸納與提出專業華語文國別化旅遊教材編寫原則包括針對性、實用性、文化導入性（交際文化）、實踐性、知識性、立體性、順序性、趣味性、實務性、真實性。此外，研究者透過國際網路報與越南網路報提出值得觀光的越南美景，選取十一個旅遊目的地如河內、下龍灣、沙壩、順化、會安、峴港、芽莊、美奈、胡志明市、富國島、九龍江平原。從中，依編寫原則以及旅遊目的地進行設計教材大綱與示例。本教材大綱共有四個單元，分為十課。第一單元為一課，內容為導遊實務，其餘三個單元，每一單元為三課分為越南北越，中部及南越的三個旅遊目的地。由於時間與人力有限，研究者只將第一課導遊實務、第六課芽莊以及第八課胡志明市進行編寫教材示例。第一課導遊實務的內容分為三個部份，自我介紹、宣傳事項、每日行程與住房事項。第六課芽莊的內容分為四個部份，芽莊城市概括、芽莊之文化特色、芽莊之景點以及芽莊之特產。第八課胡志明市的內容亦分為四個部份，胡志明市概括、胡志明市之文化特色、胡志明市之景點以及胡志明市的美食。爲了檢核本研究所設計的教材內容是否適合越南華語觀光導遊的需求，研究者尋求在各個旅行社的越南華語觀光導遊為本研究專家，請他們幫忙檢核此本教材是否適合學習者的需求。透過問卷調查與訪談結果顯示，本教材所設計的第一課缺少了宣傳安全注意事項以及緊急事件處理。第六課以及第八課需要補充一些問答題，關於中國大陸及台灣遊客常常對於越南當地提出，如文化特色、經濟、風俗習慣等問題。此外，一些旅遊景點與美食的華語名稱需要補充及修改。

最後，研究者依據專家提出的意見進行修改，完整教材，提出研究結論與建議。期望本論文研究結果能對未來越南專業華語文國別化旅遊教材設計相關研究有所助益。

關鍵字

國別化、專業華語、旅遊教材、華語文、越南導遊

並列摘要

According to the rapid rise of the development of Vietnam’s Tourism Industry, encompasses a growing number of international tourists go to Vietnam for travelling such as: France, Thailand, Malaysia, Cambodia, Australia, Taiwan, the United States, Japan, South Korea, Mainland China and other countries, among these countries the largest source of Vietnam's tourists come from Mainland China and Taiwan.

The rapid development of Vietnam’s Tourism Industry led tourism department has become more and more popular, therefore tourism learning trend is also increasingly prosperous. Although there are more and more Mainland Chinese and Taiwanese tourists who use Chinese as a mother language, come to Vietnam for travelling, the Chinese Tourism Industry materials are uncommon, most of the materials just only mention about the skills of Chinese language, lack of Chinese for Specific Purpose of Tourism Industry knowledge, the language that students learn about, is not connect closely with pratical jobs. Hence, inspired this research’s motivation, hurry researcher design a Chinese material for prospective Vietnamese tour guide.

This research focus on the Design of Chinese Country-Specific Tourism Materials, by consulting expert opinions of the principles of the general teaching materials, the principles of the materials of teaching Chinese as a second language, the principles of the Country-specific Chinese materials, the principles of Country-specific Tourism Materials, from then on, through the inductive methods, researcher defined the principles of the Design of Chinese Country-Specific Tourism Materials, include pertinence, practicality, cultural character (cross-cultural communication), practicalness, knowledgable, stereoscopic, succession, interesting, practical, facticity. On the other hand, researcher relied on International Internet newspaper and Vietnam Internet newspaper which provided Vietnam’s attractive tourists destinations, following that, researcher picked out eleven tourist beautiful sites such as Hanoi, Halong Bay, Sapa, Hue, Hoi An, Danang, Nha Trang, Mui Ne, Ho Chi Minh City, Phu Quoc Island, Cuulong River plain.On the next step, through the design principles as well as tourist destinations, researcher designed material outline and sample. This material outlines a total of four units, divided into ten lessons. The first unit’s content is about tour guide practice, and the remaining three units, each unit is divided into three lessons of three tourist destinations in the North of Vietnam, the Central and South. Due to the time and manpower limit, researcher only design the first lesson tour guide practice, lesson six Nha Trang, lesson eight Ho Chi Minh City. Content of the first lesson tour guide practice is divided into three parts: self-introduction, give informations, daily travel and housing matters. The sixth lesson Nha Trang content is divided into four parts Nha Trang city general informations, the cultural characteristics of Nha Trang, Nha Trang's beautiful spots and Nha Trang’s cuisine. The eighth lesson Ho Chi Minh City is divided into four parts: Ho Chi Minh City general informations, Ho Chi Minh City's cultural characteristics, Ho Chi Minh City’s beautiful spots and Ho Chi Minh City’s cuisine. In order to check the contents of material is suitable for the needs of the Vietnamese Chinese tourist guides or not, researchers invited Vietnamese tour guides who use Chinese in various travel agencies in Vietnam to verify this material. Through questionnaires and interviews showed that the first lesson lack of promote safety precautions and emergency handling. The sixth lesson and eighth lesson need to add some quiz questions the Mainland Chinese and Taiwan tourists often presented as the local Vietnamese culture, economy, customs and other issues. Furthermore, a number of tourist attractions and cursine Chinese name needs to be supplemented and modified.

Finally, researcher based on the opinions of experts proposed to modify and complete the sample material，and proposed conclusions and recommendations. It is expected that this research can benefit for the future studies involving the design of Chinese country-specific tourism material.

並列關鍵字

Chinese for Specific Purpose ； Country specific ； Tourism Material ； Chinese ； Vietnamese Tour Guide

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